1. Reason(s) for Plan Taking Stock (interests, strengths, learning preferences, experiences) Times of Personal Best (including social interactions) What’s Available? (check Continuum of Services) Hopes and Dreams (parent, teacher, child) Planning Framework Baum & Schader, 2005

2. Reason(s) for Plan Taking Stock (interests, strengths, learning preferences, experiences) Times of Personal Best (including social interactions) What’s Available? (check Continuum of Services) Hopes and Dreams (parent, teacher, child) Adam is not able to focus in school. Planning Framework Baum & Schader, 2005

3. Reason(s) for Plan Taking Stock (interests, strengths, learning preferences, experiences) Times of Personal Best (including social interactions) What’s Available? (check Continuum of Services) Hopes and Dreams (parent, teacher, child) Adam is not able to focus in school. Stress related symptoms. Planning Framework Baum & Schader, 2005

4. Reason(s) for Plan Taking Stock (interests, strengths, learning preferences, experiences) Times of Personal Best (including social interactions) What’s Available? (check Continuum of Services) Hopes and Dreams (parent, teacher, child) Adam is not able to focus in school. Stress related symptoms. Adam has problems fitting in socially. Planning Framework Baum & Schader, 2005

5. What is a child’s LearningPrint ™ ? Think about… Strengths (not only what a child is good at, but also what s/he likes) Ideas to Explore (curiosities) General Interests (what areas and how much time) Learning Style Preferences: – Ways to Learn – Ways to Think – Best Conditions for Learning – Ways to Show Learning Activities & Experiences: – Clubs, Lessons – Family Experiences – Activities at Home – Hobbies & Collections – Motivation for Learning

6. Reason(s) for Plan Taking Stock (interests, strengths, learning preferences, experiences) Times of Personal Best (including social interactions) What’s Available? (check Continuum of Services) Hopes and Dreams (parent, teacher, child) Adam is not able to focus in school. Stress related symptoms. l decodes at 6 th grade level, is 3 yrs above grade level in math and spelling. l loves to draw and build with legos. l has a superb visual memory. l preference for non- fiction. l passion for gourmet cooking. l drawn to music Adam has problems fitting in socially. Planning Framework Baum & Schader, 2005

7. Reason(s) for Plan Taking Stock (interests, strengths, learning preferences, experiences) Times of Personal Best (including social interactions) What’s Available? (check Continuum of Services) Hopes and Dreams (parent, teacher, child) Adam is not able to focus in school. Stress related symptoms. l decodes at 6 th grade level, is 3 yrs above grade level in math and spelling. l loves to draw and build with legos. l has a superb visual memory. l preference for non- fiction. l passion for gourmet cooking. l drawn to music Teacher input: l Working w/adults one-on-one l Completing challenging math assignments Adam has problems fitting in socially. Planning Framework Baum & Schader, 2005

8. Reason(s) for Plan Taking Stock (interests, strengths, learning preferences, experiences) Times of Personal Best (including social interactions) What’s Available? (check Continuum of Services) Hopes and Dreams (parent, teacher, child) Adam is not able to focus in school. Stress related symptoms. l decodes at 6 th grade level, is 3 yrs above grade level in math and spelling. l loves to draw and build with legos. l has a superb visual memory. l preference for non- fiction. l passion for gourmet cooking. l drawn to music Teacher input: l Working w/adults one-on-one l Completing challenging math assignments Parent input: l Cooking l Discussing non- fiction material l Drawing l Singing in church Adam has problems fitting in socially. Planning Framework Baum & Schader, 2005

9. Reason(s) for Plan Taking Stock (interests, strengths, learning preferences, experiences) Times of Personal Best (including social interactions) What’s Available? (check Continuum of Services) Hopes and Dreams (parent, teacher, child) Adam is not able to focus in school. Stress related symptoms. l decodes at 6 th grade level, is 3 yrs above grade level in math and spelling. l loves to draw and build with legos. l has a superb visual memory. l preference for non- fiction. l passion for gourmet cooking. l drawn to music Teacher input: l Working w/adults one-on-one l Completing challenging math assignments Parent input: l Cooking l Discussing non- fiction material l Drawing l Singing in church Student input: l Doing science l Cooking l Drawing Adam has problems fitting in socially. Planning Framework Baum & Schader, 2005

11. Think of this as a filter, with options at the top that are appropriate and good for all students. Then students are grouped by interest and ability so they can work more in-depth and at a more appropriate rate. Finally, at the bottom of the chart, are those options needed for only a few (or even individual) students with special needs (such as a math student who may be 3 or 4 years ahead in a particular subject).

13. Reason(s) for Plan Taking Stock (interests, strengths, learning preferences, experiences) Times of Personal Best (including social interactions) What’s Available? (check Continuum of Services) Hopes and Dreams (parent, teacher, child) Adam is not able to focus in school. Stress related symptoms. l decodes at 6 th grade level, is 3 yrs above grade level in math and spelling. l loves to draw and build with legos. l has a superb visual memory. l preference for non- fiction. l passion for gourmet cooking. l drawn to music Teacher input: l Working w/adults one-on-one l Completing challenging math assignments Parent input: l Cooking l Discussing non- fiction material l Drawing l Singing in church Student input: l Doing science l Cooking l Singing l K-2 school l After school enrichment l Middle school chorus l Heterogeneous classes l Social worker and psychologist l Enrichment specialist: language arts l Gourmet cooking classes at community center l Minds in Motion Adam has problems fitting in socially. Planning Framework Baum & Schader, 2005

14. Reason(s) for Plan Taking Stock (interests, strengths, learning preferences, experiences) Times of Personal Best (including social interactions) What’s Available? (check Continuum of Services) Hopes and Dreams (parent, teacher, child) Adam is not able to focus in school. Stress related symptoms. l decodes at 6 th grade level, is 3 yrs above grade level in math and spelling. l loves to draw and build with legos. l has a superb visual memory. l preference for non- fiction. l passion for gourmet cooking. l drawn to music Teacher input: l Working w/adults one-on-one l Completing challenging math assignments Parent input: l Cooking l Discussing non- fiction material l Drawing l Singing in church Student input: l Doing science l Cooking l Singing l K-2 school l After school enrichment l Middle school chorus l Heterogeneous classes l Social worker and psychologist l Enrichment specialist: language arts l Gourmet cooking classes at community center l Minds in Motion l Adam learns something new each day. l Adam develops friendships. l Adam has talent development opportunities. l Adam stays focused and becomes self- regulated. l Adam is happy and stays eager to learn. Adam has problems fitting in socially. Planning Framework Baum & Schader, 2005

15. Grade-level Benchmarks Least Restrictive Environment Talent Development Options Necessary Support Outcomes (how is it working?) IEP: Working Design (for Nov./Dec.) Intellectual Physical Emotional Baum & Schader, 2005

16. Grade-level Benchmarks Least Restrictive Environment Talent Development Options Necessary Support Above grade level in all areas with exception of reading comprehension. Outcomes (how is it working?) IEP: Working Design (for Nov./Dec.) Baum & Schader, 2005

17. Grade-level Benchmarks Least Restrictive Environment Talent Development Options Necessary Support Above grade level in all areas with exception of reading comprehension. Outcomes (how is it working?) IEP: Working Design (for Nov./Dec.) [How is the regular curriculum appropriate?] Baum & Schader, 2005

18. Grade-level Benchmarks Least Restrictive Environment Talent Development Options Necessary Support Above grade level in all areas with exception of reading comprehension. Intellectual: above grade-level materials and appropriate assignments. Physical: quiet, things to manipulate, movement. Emotional: Time with multi-age interest peers. Outcomes (how is it working?) IEP: Working Design (for Nov./Dec.) [How is the regular curriculum appropriate?] Baum & Schader, 2005

19. Grade-level Benchmarks Least Restrictive Environment Talent Development Options Necessary Support Above grade level in all areas with exception of reading comprehension. Intellectual: above grade-level materials and appropriate assignments. Physical: quiet, things to manipulate, movement. Emotional: Time with multi-age interest peers. Outcomes (how is it working?) IEP: Working Design (for Nov./Dec.) [How is the regular curriculum appropriate?] [Which setting(s) will meet these needs?] Baum & Schader, 2005

20. Grade-level Benchmarks Least Restrictive Environment Talent Development Options Necessary Support Above grade level in all areas with exception of reading comprehension. Intellectual: above grade-level materials and appropriate assignments. Physical: quiet, things to manipulate, movement. Emotional: Time with multi-age interest peers. Cooking: weekend cooking school Drawing: participation in jr. high classes Eli Whitney Museum weekend classes in engineering and design Outcomes (how is it working?) IEP: Working Design (for Nov./Dec.) [How is the regular curriculum appropriate?] [Which setting(s) will meet these needs?] Baum & Schader, 2005

21. Grade-level Benchmarks Least Restrictive Environment Talent Development Options Necessary Support Above grade level in all areas with exception of reading comprehension. Intellectual: above grade-level materials and appropriate assignments. Physical: quiet, things to manipulate, movement. Emotional: Time with multi-age interest peers. Cooking: weekend cooking school Drawing: participation in jr. high classes Eli Whitney Museum weekend classes in engineering and design Parent resources (travel, time, $) School transportation, excused from regular classroom w/out penalty. Home tutor, curriculum mat. Support for developing social skills with age-mates. (counselor in classroom, working in context). Sensory integ. program. Outcomes (how is it working?) Stress related behaviors have disappeared. Is successfully working on challenging material. Willingness to explore appropriate fiction has increased. Shows more awareness of how to interact socially with age peers. IEP: Working Design (for Nov./Dec.) [How is the regular curriculum appropriate?] [Which setting(s) will meet these needs?] Baum & Schader, 2005